Adolescent brains haven’t developed enough to adjust their performance despite higher stakes, and this could explain teens’ tendency for risky behaviors, according to a study published in Nature Communications. “Interestingly, the ability to adjust performance according to the stakes at play emerged gradually across adolescence,” said study leader Catherine Insel.
Hamzelou, J. (2017, November 28). Teenage brains can’t tell what’s important and what isn’t. Retrieved November 30, 2017
- Posted: January 24, 2018
Home » Best Practices » Hamzelou, J. (2017, November 28). Teenage brains can’t tell what’s important and what isn’t. Retrieved November 30, 2017
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- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead